ABSTRACT
Further, concerns over the impersonalization of counselor education have impacted the willingness of counselor educators to embrace a technology-based approach to teaching in spite of evidence suggesting that overall the performance of noncounseling students in technology-based programs is comparable to that of noncounseling students in more traditional classroom programs (Waschull, 2005). e argument that these ndings cannot be generalized to counselor education frequently is accepted as valid in part because of dierences
in educational formats, teaching styles, and technological platforms. Rapid changes in available educational technology in combination with the rapidly growing popularity of distance education programs have made research into its eectiveness dicult.
